Nordisk Tidskrift för Allmän Didaktik最新文献

God udeskoleundervisning

Nordisk Tidskrift för Allmän Didaktik Pub Date : 2023-02-22 DOI: 10.57126/noad.v5i1.10678

K. Barfod, Reinhard Stelter

引用次数: 0

Att bilda eller bedöma?

Nordisk Tidskrift för Allmän Didaktik Pub Date : 2023-02-22 DOI: 10.57126/noad.v4i2.12034

Jonas Nordmark, Linda Jonsson, Niclas Månsson

{"title":"Att bilda eller bedöma?","authors":"Jonas Nordmark, Linda Jonsson, Niclas Månsson","doi":"10.57126/noad.v4i2.12034","DOIUrl":"https://doi.org/10.57126/noad.v4i2.12034","url":null,"abstract":"In this article we take a closer look at the relation between general didactics and civic studies education through a critical analysis of civic studies syllabuses in primary education, in order to illuminate some general motives that legitimizes the role and content of general didactics. It seems to us that the idea of general didactics in Sweden either is about learning theories for instruction, regardless the subject, or to emancipate the democratic potentiality of the subject. In his article, we focus on the latter: First we present our theoretical perspective. With the help from Klafki’s understandings of school as an engaging part of democratic society we discern two aspects of general didactics. In relation to education, one emanates from democracy and learning, and the other springs from democratic virtues and political action. Secondly, and with these two understandings in mind, we engage in a critical reading of the Curriculum for compulsory school (LGR 11) and the syllabuses for civic studies in primary education in order to trace some similarities that might give civic studies a central position for democratic socialization in general. Thirdly, and through our analysis, we reach the conclusion that, due to the similarities between the curricula and syllabus when it comes to foster the democratic subject, the pupil risks not only to be evaluated and graded subject wise, but also for his or her democratic disposition.","PeriodicalId":211767,"journal":{"name":"Nordisk Tidskrift för Allmän Didaktik","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131542285","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Reformimplementering i förskolepraktik

Nordisk Tidskrift för Allmän Didaktik Pub Date : 2023-02-22 DOI: 10.57126/noad.v4i2.12043

Anja Eriksson, Ann-Katrin Svensson, D. Beach

{"title":"Reformimplementering i förskolepraktik","authors":"Anja Eriksson, Ann-Katrin Svensson, D. Beach","doi":"10.57126/noad.v4i2.12043","DOIUrl":"https://doi.org/10.57126/noad.v4i2.12043","url":null,"abstract":"This article focuses on how responsibilities and tasks have been allocated between preschool teachers and child-care workers some years after the revision of the Swedish National Education Act and the preschool curriculum in 2010, in which the preschool staffs responsibility was clarified. The revision intended to strengthen the educational quality in preschool by providing preschool teachers with an increased responsibility for the educational activities carried out by preschool teams. Our overall aim was to investigate whether the revision has led to a redistribution of responsibilities and/or tasks in the everyday preschool practice carried through by preschool teams consisting of preschool teachers and child-care workers. The investigation is grounded through observations of the daily work of four mixed teams and analyses of local documents, field conversations and interviews with the team members and their heads. Due to the results there has been some redistribution of responsibilities and tasks. For instance, all the heads have made organizational changes in order to enable preschool teachers to take greater responsibility for educational activities and their quality, which in turn resulted in a more hierarchical organization. The article discusses the complexity associated with the interpretation and implementation of an educational reform and its effects.","PeriodicalId":211767,"journal":{"name":"Nordisk Tidskrift för Allmän Didaktik","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115698700","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Alexander von Oettingen: Allmän didaktik – mellan normativitet och evidens. Lund: Studentlitteratur

Nordisk Tidskrift för Allmän Didaktik Pub Date : 2023-02-22 DOI: 10.57126/noad.v5i1.10681

Ola Henricsson

引用次数: 0

Mänskliga rättigheter som innehåll i undervisningen. 将人权作为教育内容。

Nordisk Tidskrift för Allmän Didaktik Pub Date : 2023-02-22 DOI: 10.57126/noad.v4i2.12037

Lotta Brantefors

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”Titta blåsippor!”

Nordisk Tidskrift för Allmän Didaktik Pub Date : 2022-12-20 DOI: 10.57126/noad.v8i1.10600

Jens Gardesten, Helena Ackesjö

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Sources and variation of self-efficacy in cases of student teaching practicum 学生教学实习案例中自我效能感的来源及变化

Nordisk Tidskrift för Allmän Didaktik Pub Date : 2022-11-17 DOI: 10.57126/noad.v8i1.8683

H. Pitkäniemi, Timo Martikainen

引用次数: 0

Att motverka sexuella trakasserier - en didaktisk fråga

Nordisk Tidskrift för Allmän Didaktik Pub Date : 2022-06-01 DOI: 10.57126/noad.v8i1.6622

Liselotte Eek-Karlsson, Ragnar Olsson, Gunilla Gunnarsson

{"title":"Att motverka sexuella trakasserier - en didaktisk fråga","authors":"Liselotte Eek-Karlsson, Ragnar Olsson, Gunilla Gunnarsson","doi":"10.57126/noad.v8i1.6622","DOIUrl":"https://doi.org/10.57126/noad.v8i1.6622","url":null,"abstract":"The aim of the present study is to contribute with knowledge about pupils’ views upon teachers’ teaching regarding the work of counteracting sexual harassment. 28 girls and 22 boys in secondary and upper secondary school were interviewed. The theoretical framework is based on an educational perspective and directed towards teachers’ work against oppression. More specifically it deals with the relationships between teacher and pupil, teacher and the knowledge content as well as the teaching process. The concept ‘teaching’ is understood as ‘teaching acts’ that are carried out both in formal teaching situations within specific lessons as well as in informal teaching situations in between the lessons. According to the pupils, a trusting climate between teachers and pupils is an essential condition for counteracting sexual harassment successfully. The result also shows that the knowledge content usually is mediated, as in traditional school practice, from the teacher to the pupils in specific lessons. The pupils find these fact-based lessons both relevant and irrelevant. Some lessons are based on the pupils’ own experiences and on limiting gender norms in society and in school. These lessons have a dialogical approach, where the teachers and pupils learn together based on a good relationship.","PeriodicalId":211767,"journal":{"name":"Nordisk Tidskrift för Allmän Didaktik","volume":"121 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116859129","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Perspektiv på handledning och den handleddes roller i lärarutbildningens verksamhetsförlagda delar

Nordisk Tidskrift för Allmän Didaktik Pub Date : 2022-06-01 DOI: 10.57126/noad.v8i1.6625

Eva Taflin, Jörgen Dimenäs

{"title":"Perspektiv på handledning och den handleddes roller i lärarutbildningens verksamhetsförlagda delar","authors":"Eva Taflin, Jörgen Dimenäs","doi":"10.57126/noad.v8i1.6625","DOIUrl":"https://doi.org/10.57126/noad.v8i1.6625","url":null,"abstract":"Within teacher education supervision of teacher students is a central and appreciated element. It is also witnessed as a dilemma when the academy meets supervisors in schools with different perspectives and expectations. The area of interest of the present study is to identify different perspectives on supervision roles among supervisors and teacher students in relation to expectation, power and influence. The question is how we can describe and understand the roles of teacher students from different supervision perspectives during work integrated learning activities at schools. A conceptual starting point has been taken from Foucault’s power perspective and empirical data is related to analysis of interviews and documents. The results from the study shows that the roles of teacher students can be understood on the basis of subordinated management and a lower degree of scientific approach and are referred to roles as assistants and apprentices. Secondly, the roles can be understood as equal management based on a higher degree of scientific approach and be referred to as colleagues and co-researchers. One conclusion is that the four ways of understanding the different roles of teacher students are something that should be understood over time and that the roles can vary from situation to situation.","PeriodicalId":211767,"journal":{"name":"Nordisk Tidskrift för Allmän Didaktik","volume":"49 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128918852","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

”Var i kroppen känns språken liksom?” Fyra flerspråkiga lärares reflektioner över yngre elevers språkliga identitetskonstruktioner

Nordisk Tidskrift för Allmän Didaktik Pub Date : 2021-12-01 DOI: 10.57126/noad.v7i1.6592

Sara Snoder

{"title":"”Var i kroppen känns språken liksom?” Fyra flerspråkiga lärares reflektioner över yngre elevers språkliga identitetskonstruktioner","authors":"Sara Snoder","doi":"10.57126/noad.v7i1.6592","DOIUrl":"https://doi.org/10.57126/noad.v7i1.6592","url":null,"abstract":"Alltfler lärare och elever i Sveriges grundskolor talar fler språk än endast svenska och engelska. Trots det är flerspråkig användning i skolans tidiga år i svenska klassrum relativt outforskad. Syftet med föreliggande artikel är att med hjälp av så kallade språkporträtt (Busch, 2017, 2018) belysa flerspråkiga grundskollärares reflektioner över sina elevers flerspråkighet och språkliga identitetskonstruktioner. Artikeln baseras på ett forskningsprojekt med en lingvistiskt etnografisk ansats vid två grundskolor med hög andel flerspråkiga elever och lärare, och här specifikt i tre klasser i årskurs 2 och 4. Det empiriska materialet består av fältanteckningar från observation av de flerspråkiga lärarnas modellering av den forskarinitierade aktiviteten (språkporträtt) med uppföljande audioinspelade lärarreflektionssamtal. I lärarnas reflektionssamtal framkom att de hade god kännedom om sina elevers språkliga repertoarer. Det som förvånade lärarna var i huvudsak att en del flerspråkiga elever endast angivit ett språk i sitt språkporträtt, samt att en del elever med svenska som enda modersmål verkar vilja lägga till fler språk till sin repertoar. De flerspråkiga lärarnas reflektioner visar på en känslomässig förståelse utifrån sina erfarenheter i relation till den egna flerspråkigheten. Den här specifika användningen av språkporträtt kan ge ökad kunskap om (fler)språkiga identitetskonstruktioner, samtidigt som de kan visa på komplexitet avseende flerspråkighet.","PeriodicalId":211767,"journal":{"name":"Nordisk Tidskrift för Allmän Didaktik","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114412509","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1